Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study
Tindal, G. Heath, B., Hollenbeck, K. Almond, P., Harniss, M.
Exceptional Children, Vol. 64, No. 4, pp. 439-450 (1998).
Abstracted by Michele Costanza
This article discusses a study of fourth-grade special and general education students who took a large-scale state-wide test. During the test, standard test administration procedures and two major response and test administration accommodations were followed. Students completed both reading and math tests by filling out bubble answer sheets (the standard condition) for half the test. For the accommodated condition, students marked the test booklet directly for the other half of the test. The math test was read aloud by a trained teacher to a subgroup of students. No differences were found in the response conditions. However, orally reading the test showed an interaction, providing support for using this accommodation for students with disabilities in standardized-testing administrations.
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